HOT Starters

Were all familiar with the traditional type of maths lesson starter - a few short
questions for the class to complete as soon as they enter the room. They help
settle the class quickly and are a great way to revise past work. Pupils also like
the routine, they know what is expected of them as soon as the lesson begins.
Putting a different spin on lesson starters is a great way to stimulate thinking
and problem solving and also generates some very interesting discussion
between pupils and teacher.

The attached slideshow contains some examples of starters that can be used
with pupils at various levels. Although these particular starters take into
account pupils previous knowledge, they can be easily adapted to suit any
topic or level. I should note that the time required for these activities can be
slightly more than the usual starter due to the level of discussion that can be
generated. For that reason, you may wish to use them in other ways such as
stand-alone activities during short lessons or to break up double periods.

Starter 1 - True or False

This slide was used as a starter with pupils who had recently studied
Pythagoras Theorem and was meant as a lead-in to a lesson on the Converse
of the theorem. On a basic level, the problem assesses pupils lower order
thinking skills - they need to remember the theorem, understand what it means
and how to use it and then apply it to this particular question. Since pupils are
having to use the theorem in an unfamiliar context, pupils are also having to
use higher order thinking skills to solve the problem - by analysing the question
and evaluating their results to answer the question.

Through discussion, pupils demonstrating their work, correcting each others

mistakes the class arrived at an agreed method and the ideal amount of
working to fully support their answers. Since this was the aim of the main
lesson, the teachers job was already done!

This can be easily adapted to suit other topics. For example, take a Higher level
multiple choice question but include only one of the multiple choice answers. If
the wrong answer is included, the follow up discussion could include finding the
mistake that led to the wrong answer and getting pupils to explain what has
gone wrong and how to fix/avoid it.

Starter 2 - Find the Fib(s)

The classic maths starter with added answers! Pupils still have to work through
the examples so are utilising their lower order thinking skills - remembering
methods and applying them to the questions - but then have to go further and
analyse the differences between their answers and the ones on the slide. If
they dont match, the pupil must decide where the errors lie - with the answers
on the slide or have they made a mistake? To extend the activity, pupils could
then be asked to work out what mistakes have been made and what should
have been done differently to find the correct answer. It is also interesting to
include a questions which pupils commonly make mistakes in with the correct
answer. This can highlight common mistakes that pupils make in their own
work.

Starter 3 - The Four 4s Challenge

Beginning with trial and error, pupils should analyse how changing certain
operators affect the final result. Pupils then need to create expressions that
give the desired results. Pupils could begin by working individually and then
pair up to share answers and work together to find more. The competitive edge
to the task can inspire some very creative thinking! Follow up discussion can
include comparing different ways to create the same number and spotting any
mistakes made.
(Answers provided on next slide)

For younger pupils it may be more suitable to limit the challenge to the
numbers 1 -10. This would take less time, and as pupils may not know about
square roots and the factorial function it would make the challenge more
accessible. However, leaving the challenge as it is would provide a good
opportunity to discuss the factorial function with more able pupils.

This can be adapted easily - change the numbers available to use and ask
pupils to make as many sums with different answers as they can.

Starter 4 - Make as Many...

Having pupils make up questions for each other is always a good way to check
understanding. As a starter activity, this slide not only means pupils have to
remember and understand how to solve an equation to get the required
answer, they also have to analyse how equations are made. Since pupils will
have also studied substitution and evaluation, they should be able to utilise this
skill to help them create equations with the required answer. Having pupils
solve each others question also allows for peer assessment and feedback.

Although simple, the one thing these activities have in common is that they
generate plenty of discussion among pupils! By including mistakes (Find the Fib
etc) pupils can be made more comfortable talking about their own errors and
misconceptions and can formulate strategies to check their own work.